COMPLETE WORKBOOK · When support workers use Person Centred Active Support, it leads to a better quality of life for the people they support. Increasingly, disability support services

COMPLETE WORKBOOK www.activesupportresource.net.au

EVERY MOMENT HAS POTENTIAL Person Centred Active Support Online Learning Resource

2 Every Moment Has Potential Person Centred Active Support Online Learning Resource – Complete Workbook © Commonwealth of Australia 2015

© Commonwealth of Australia 2015

CC BY-NC-SA

This work is copyright. Except where otherwise indicated, and save for the Commonwealth Coat of Arms, the Department has applied the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Australia Licence to this work. The Department of Industry must be attributed as the author of the Department’s copyright material. As far as practicable, material for which the copyright is owned by a third party has been clearly labelled. The Department has made all reasonable efforts to ensure that this material has been reproduced on this website with the full consent of the copyright owners. Requests and enquiries concerning the Department’s copyright material should be addressed to [email protected]. Prepared by a funding recipient not related to the Commonwealth who has been funded by the Australian Government. The views expressed in this publication do not necessarily represent the view of the Minister for Industry or indicate a commitment to a particular course of action. The purpose of this publication is to provide a source of reference only. The Australian Government does not give any warranty about the accuracy or currency of this publication nor accept any liability in relation to any reliance upon or use of the contents of this work.

This information has been compiled and presented with care. However Greystanes Disability Services cannot promise the accuracy of that information or the appropriateness of its application in any particular circumstance. Before using the information interested persons should make their own enquiries about its accuracy.

Title: Every Moment Has Potential: Person Centred Active Support online learning resource workbook /

Department of Industry, Greystanes Disability Services, Living with Disability Research Group at La

Trobe University, Christine Bigby, Emma Bould, Silvia Warren; Prue Adams, Arna Radovich,

editors.

ISBN: 978-0-9804865-6-8 (e-book) Subjects: Employees--Coaching of--Handbooks, manuals, etc. People with disabilities--Care--Handbooks, manuals, etc. Caregivers--Coaching of--Handbooks, manuals, etc. Other Creators/Contributors:

Bigby, Christine, author.

Bould, Emma, author.

Warren, Silvia, author.

Adams, Prue, editor.

Radovich, Arna, editor.

Australia. Department of Industry, author.

Greystanes Disability Services.

La Trobe University, Living with Disability Research Group.

Dewey Number: 362.1023


This workbook contains all the information and activities that are

available on the website.

In this offline version there are also examples to help you

complete the activities in each module.

Acknowledgements

This online learning resource was funded by the Australian Government Department of

Industry. It is a collaboration between Greystanes Disability Services and the Living with

Disability Research Group at La Trobe University. It was developed with input from a wide

range of stakeholders, including Western Sydney Institute of TAFE NSW and an Industry

Reference Group. For full credits, see page 83.


Contents

About this Resource 5

What You Will Achieve by Working through this Resource 6

How to Use this Workbook 7

Icons Used in the Resource 8

Module 1: Introduction 9

Activity 1 14

Module 2: Values for Best Practice 17

Activity 2 22

Module 3: The 4 Essentials 26

Activity 3.1 29

Activity 3.2 32

Activity 3.3 36

Activity 3.4 39

Extra Activities 42

Module 4: Putting Person Centred Active Support into Practice 49

Activity 4.1 53

Activity 4.2 59

Module 5: How Can Your Organisation Support You? 64

Activity 5 68

Glossary 71

Resources 78

References 87

Resource Credits 90


About this Resource

Every Moment Has Potential is an online learning resource which has been developed

specifically for disability support workers.

This resource provides an introduction to Person Centred Active Support - a way of working

that enables everyone, no matter what their level of intellectual or physical disability, to

make choices and participate in meaningful activities and social relationships.

When support workers use Person Centred Active Support, it leads to a better quality of life

for the people they support. Increasingly, disability support services are adopting Person

Centred Active Support as a way of working and are expecting support workers to be skilled

in this approach.

This online learning resource is based on research undertaken by many researchers in the

UK and Australia including the late Professor Jim Mansell and Dr Julie Beadle-Brown,

Professor Christine Bigby and Dr Emma Bould.

Watch the video: About Every Moment Has Potential on the About page of the website to learn more about this resource and how to use it.


What You Will Achieve by Working through this Learning Resource

This learning resource introduces you to:

the key elements of Person Centred Active Support

the skills you need to practice Person Centred Active Support in your workplace

some of the many positive outcomes for people with disability that occur when

support workers use Person Centred Active Support.

In order to demonstrate competency in Person Centred Active Support practice, the

learning in this resource must be complemented by hands on practice in a workplace.

Qualifications Supported by this Learning Resource

The five modules of Every Moment Has Potential support the CHCDIS302A Maintain an

environment to empower people with disabilities unit of the CHC08 Community Services

Training Package. This is a core unit of both the CHC30408 Certificate III in Disability and

CHC40312 Certificate IV in Disability qualifications. These qualifications are nationally

recognised as part of the CHC08 Community Services Training Package. See the Facilitator

Guide for information about where the unit’s elements and performance criteria are aligned

to the content in the modules.

While this resource supports the CHCDIS302A Maintain an environment to

empower people with disabilities unit, it does not include all the material you need

to develop competency in this unit. For further information, please contact your

Registered Training Organisation.

In order to develop competency in the CHCDIS302A Maintain an environment to

empower people with disabilities unit your practice will need to be assessed in

your workplace.


How to Use this Workbook

This Workbook supports the Every Moment Has Potential Online Learning Resource, which can be found at www.activesupportresource.net. It contains:

5 Modules that reproduce the information from the Online Learning Resource – so you can print and read if you wish

Activities that are based on the videos in the Online Learning Resource, with examples to help you complete the activity questions

Extra Activities that are based on the Extras videos in the Online Learning Resource

An Activity Booklet that contains just the Activities and lets you type your answers directly into the document and save them

A Glossary that explains some of the specialised words and concepts of Person Centred Active Support. Words with glossary definitions are underlined

A Resources section where you will find useful forms and templates you can download and print, links to further information, and downloadable videos.

Support If you would like further guidance about the activities in the workbook you can send an enquiry from the Contact section on the website.


Icons Used in this Resource

On the website:

VIDEO - when you see this icon in the centre of an image, it means it is a video.

PLAY VIDEO - when you move your cursor over the image the icon changes to red, you can click on the image to start playing the video.

CLICK TO GO TO ANOTHER PAGE OR SECTION – the text on the button will tell you where it will take you.

CLICK TO GO TO THE TOP OF THE PAGE

In the workbook:

WATCH VIDEO TALK on the website

WATCH ACTIVITY VIDEO – watch the activity video on the website and do the related activities.

LEARN MORE - indicates that there is extra material to enhance understanding for those who wish to explore further.

MODULE 1: INTRODUCTION



In this module you will learn about Person Centred Active Support:

where it comes from and why it was developed

how using this approach improves the quality of life of people with intellectual

disability

how it helps you to put the aims of disability policy into practice.

What Is Person Centred Active Support?

Person Centred Active Support is one of a number of person centred approaches that

include person centred planning, person centred thinking and positive behaviour support. It

originated in the United Kingdom in the early 1960s. At this time, disengagement of people

with intellectual disability was a major problem. In many services people spent most of their

day doing nothing – disengaged – waiting for something to happen. Professor Jim Mansell

and Dr Julie Beadle-Brown developed Person Centred Active Support to address this

problem.

Person Centred Active Support is a way of providing just the right amount of assistance, to

enable a person with intellectual disability to successfully take part in meaningful

activities and social relationships. Support workers can use Person Centred Active Support

with everyone, regardless of their degree of intellectual or physical impairment.

Support workers who use Person Centred Active Support see that every moment has

potential for a person to be engaged. They provide little amounts of assistance often. They

provide just enough assistance of the right kind, to enable a person to succeed in doing all

or part of a task. They provide opportunities for people to exercise choice and control over

many aspects of their lives. These concepts will be explored in greater detail as you move

through this resource.

Person Centred Active Support is based on evidence that:

Engagement in activities and social relationships improves people's quality of life.

Watch the video: Module 1 Introduction Video Talk on the

website for an introduction to Person Centred Active Support.



Personal development is only possible when people participate in activities that

broaden their experiences.

Social relationships and inclusion depend on interacting with other people.

Physical health depends on lifestyle and activity.

Greater engagement, choice and control can lead to decreases in challenging

behaviours.

Person Centred Active Support is not something that you schedule for set times, or with

particular people. It is a way of working that you can apply at all times, with all people.

How does Person Centred Active Support Improve Quality of Life?

Most people with intellectual disability receive support through a broad range of services

and programs. The quality of life for each person supported, depends on how they are

engaged and their access to opportunities to participate in meaningful activities and

relationships.



The quality of support you provide is critical to the quality of life of people with intellectual

disability. This is particularly the case for people with severe and profound intellectual

disability, who need greater support to exercise their rights.

Person Centred Active Support is an approach that assists you to support all people with

intellectual disability to have quality of life. People with severe and profound intellectual

disability can participate and enjoy activities. They can express like and dislikes, and have

friends and acquaintances. But they need support from you or their family to:

help them communicate

identify their preferences

generate opportunities for new experiences

engage in meaningful activities and relationships.

Opportunities for people to be engaged and exercise choice depend on:

how you support people in every moment of their day

how you communicate and interact

what you say and do.

Person Centred Active Support enables people with intellectual disability to exercise choice and control, and engage in meaningful activities and social relationships.



How does Person Centred Active Support turn Policy into Practice?

Disability support services aim to improve the lives of people with intellectual disability and

put disability policies into practice. As a support worker you play an important role in

achieving these aims. Australian disability policy has a human rights perspective. It

recognises that people with intellectual disability have the right to be included in society

and to a quality of life similar to other people in the community.

Key principles in Australian and International Disability Policy are:

respect for dignity

choice and control

independence

full and effective participation and inclusion in society

respect for difference and

acceptance of people with disability as part of human diversity and humanity.

The use of Person Centred Active Support is one way of putting principles these into

practice, and turning ideals into action.



ACTIVITY 1

Watch the video: Module 1 Person Centred Active Support

Activity 1 on website. This video shows examples of people with

intellectual disability: exercising choice, participating in a

meaningful activity in their community, participating in their

household, exercising autonomy, being treated with respect, and

being in a social relationship with people other than a support

worker.

Watch the video and then do the following activities.

1. List the activities you saw people involved in.

2. Consider which of the following headings these activities fall under: social interaction, hobbies/interests, household tasks.

For example, Melissa Dancing hobbies/interests



3. What did you notice about each of the people when they were engaged in any of these activities? Write your response in the box below.

4. Drawing on your experience, can you recall seeing a person with intellectual disability being treated in a disrespectful way? Describe what happened. What did you think about this? Write your response in the box below.



5. In your own words, write down how you think Person Centred Active Support improves people’s quality of life. Write your response in the box below.

If you have any questions about this module, or would like some further guidance about the activities, you can send an enquiry using the Contact Form on the website.

SUMMARY MODULE 1 Person Centred Active Support is an evidence based approach to supporting people with

intellectual disability that:

guides you in providing the right amount of support for people with intellectual

disability to be engaged in meaningful activities and social relationships

improves the quality of life of people with intellectual disability

assists you to put the human rights principles of disability policy into practice.

NEXT: Module 2: Values for Best Practice explores how your values and beliefs impact on the way you support people with

intellectual disability.

MODULE 2: VALUES FOR BEST PRACTICE



In this module there are two topics: Core Values and Values in Action. You will learn:

about the values that disability support work is based on, and

how your values have a real impact on the lives of the people you support.

While you work through this module consider the following questions:

1. What values do you bring to your work?

2. Why do you work in the disability field?

3. What is your aim in supporting people with disability?

1. Core Values

Disability support work is based on the core values values of social justice, equity and

access, inclusion and participation. These values recognise that people with a disability are

equal members of society.

People with intellectual disability have not always been seen as valued and equal members

of our society. As recently as 80 years ago, institutions were built to separate them from the

rest of society. At this time, people with intellectual disability were seen as a threat to

society - with no right to live in the community.

Watch the video: Module 2 Values and Beliefs Video Talk on the

website to see support workers talk about the values and beliefs

that guide their work.



Today, our values recognise that people with intellectual disability are equal members of

society. This means:

they should have the same rights as other people to live in the community and enjoy

a good quality of life

they should be treated with dignity and respect

they should be supported to exercise choice and control over their own lives.

The values and beliefs we hold shape the way we think, act and talk.

Think about the values that you bring to your work.

Do they include:

respect for each and every person as an individual human being, irrespective of their

degree of impairment?

a belief that everyone has the capacity to be engaged in meaningful activity and

relationships?

a belief that everyone can exercise choice and control over their life?

We use lots of different terms to refer to the values and approaches that guide disability

support work - person centeredness, inclusion, rights based, choice and independence.

When these values are put into action, the effects are immediate. The people you support



will be more engaged, be happier and have a greater sense of well-being. Support worker

teams will also find their work more satisfying and rewarding.

2. Values in Action

Values drive your actions as a disability support worker. In this topic we are going to explore

the elements of 'best practice' or the 'best' way of supporting the people you work with.

What is best practice, and what does it look like in action?

The key elements of best practice can be summarised as:

1. Being responsive to the unique needs of each person you work with. Always think

about how to provide just the right amount of support.

2. Seeing every person as an individual

3. Supporting and respecting the choices of the people you work with. Always think

about how the preferences of the people you work with might differ from your own.

4. Actively listening – really paying attention to what a person is communicating to you

through their words, or actions. Give people the best help possible to get their

message across to you and others.

5. Being flexible, while recognising the value of routine – not allowing routines to

dominate the lives of the people you work with.

6. Using positive language – always framing communication in a positive rather than

negative way. Adjusting your communication to enable the people you support to

succeed in everything they do.

7. Acknowledging and responding to difference positively

8. Paying attention to the here and now – seeing that in every moment the quality of

your work affects the lives of people you work with.

9. Being sensitive to the environment – being aware of and responsive to the effect of

the immediate and wider social and physical context on people’s lives.

Watch the video: Module 2 Values in Action Video Talk on the

website. It explains some of the key elements that make for best

practice.





ACTIVITY 2 Watch the video: Module 2 Values in Action Activity 2 on the

website. It shows examples of support workers in action. They

are demonstrating some of the key elements of best practice.

Watch the video then do the following activities. 1. List at least 4 examples of best practice that you saw in the video. Write your response in the box below.



2. In the video talk, Silvia introduced the key elements of best practice (these are

also summarised above). Choose three of these elements and give examples from

your own practice and experience. Describe each situation. There are examples of

how to do this below.

Example A: Element 4. Actively listening and using the best methods of communication. Ensuring you enable the people you work

with to understand what you want to communicate to them. And by giving them the best help possible to get their

message across to you and others.

As a support worker, I support a person who has profound intellectual disability whose name

is Ellie. She can’t understand all the words that I use when I talk to her, and she doesn’t use

words to communicate with me. We communicate in other ways. When I want to know

whether she’s enjoying an activity I watch her face and her body language – when she smiles I

can tell she’s pleased to be involved. When I want her to make a choice I might show her

objects such as a jar of coffee or a pot of tea, or let her try out both things and watch her

reaction. Sometimes she uses gestures such as pushing me away, or pointing to things to

communicate. She also uses sounds, which are called vocalisations, to tell me whether she’s

happy or not. She has a communication dictionary that the staff team produced with the

support of a speech therapist. This book lists the various sounds and body language that she

uses to communicate. I often refer to this book. Sometimes when we are driving I just talk to

Ellie. I know she can’t understand what I am saying, but she can hear the tone of my voice

and sense my excitement about where we are going, and she enjoys just being part of the

conversation.

Example B: Element 5. Being flexible while recognising the value of routine, NOT allowing routines to dominate the lives of the

people you work with.

A young woman that I support, called Jayne, didn’t want to attend day service on Monday

after a very busy weekend of visiting her family interstate. She said that she was really tired

and just wanted to stay at home and do nothing. I initially thought this was a problem, as

there were a couple of hours in the morning when no support worker was rostered in the

house. I talked with my team leader, who said she could ask the support worker to come in a

couple of hours early. We both spoke to Jayne about what she would like to do that day. She

chose to stay in bed until mid-morning and then watch a DVD, do some reading and get some

help to write a letter to her family. The team leader contacted the day service to explain that

Jayne would not be attending the service that day.



Element: Click here to enter text.

Write your examples in the box below.








SUMMARY MODULE 2 Values are at the centre of a best practice approach to supporting people with intellectual disability. Key points to remember:

Disability support work is based on Core Values that recognise people with an intellectual disability as valued and equal members of our society.

When you put these Values into Action, the people you support will be more engaged and have a better quality of life.

Your values and beliefs have an impact on the way that you support people with an intellectual disability.

NEXT: Module 3: The 4 Essentials explores the key

elements of Person Centred Active Support.

MODULE 3: THE 4 ESSENTIALS



In this module you will learn about the 4 Essentials of Person Centred Active Support. These

4 Essentials will help you to provide just the right amount of support to enable a person to

successfully take part in meaningful activities and social relationships.

The 4 Essentials are:

Every moment has potential

Little and often

Graded assistance to ensure success

Maximising choice and control

In the Resources section there is a printable summary of the 4 Essentials.

While you work through this module consider the following question:

How could the 4 Essentials help you to support people with disability to be meaningfully engaged?

This video talk is a brief introduction to each of the 4 Essentials.

1. Every Moment Has Potential

Every part of the day - every household task – and every social interaction in the community

holds moments of potential for a person with intellectual disability to be involved. The

challenge is to find those moments and provide the right type of support.

Watch the video: Module 3 The 4 Essentials Video Talk on the

website for a brief introduction to the 4 Essentials of Person

Centred Active Support

Watch the video: Module 3 Every Moment Has Potential

Video Talk on the website for a brief introduction to the first

essential: Every Moment Has Potential



Sometimes support workers feel they need to rush to get tasks done so that there is time

for 'special' periods of activity. Person Centred Active Support is about thinking in a different

way. Every moment has potential is about looking at the many small steps that make up

every task, and how you can involve the people you support in as many of these as possible.

For example, think about all the different steps that are involved in these tasks:

washing the dishes

setting the table

collecting the mail

choosing which brand of baked beans to buy

paying at the checkout

washing the car.

Support workers who use Person Centred Active Support also create opportunities to

involve people in social interactions within their communities. For example:

saying hello to the neighbours

joining a football club

playing cards with housemates

volunteering in an animal shelter or Op shop

going to a place of worship

walking in the park at the same time every day, and saying ‘Hi’ to the regular dog

walkers.



ACTIVITY 3.1 Watch the video: Module 3 Every Moment Has Potential

Activity 3.1 on the Module 3 page of the website. This video

shows examples of every moment has potential in practice.

Watch the video then do the following activities. 1. Describe at least three moments of potential you saw in the video.

For example, Kylie and Jason washing up.

Write your response in the box below.



2. Identify and describe how you could apply moments of potential when supporting people with disability.



If you want to learn more about every moment has potential in

practice, there is an additional video that shows an extended scenario

of every moment has potential in action. On the website, click the

yellow button LEARN MORE: GO TO EXTRA ACTIVITY 3.1, below

Activity 3.1. There are also some extra activities on page 42 of this

workbook that will help you think about how you can use every

moment has potential with the people you support.



2. Little and Often

Everyone needs the opportunity to try new things. However, many people with intellectual

disability have had a limited range of experience and few opportunities to try new things.

As a support worker, you can create opportunities for the people you support to try new

things using little and often.

If you support a person to experience success, they are more likely to want to try the

activity again.

For some people with intellectual disability, it is hard for to be engaged in an activity for a

long time. If a person enjoys doing something, even briefly, over time you may find that they

participate for longer.

Watch the video: Module 3 Little and Often Video Talk on the

website for an introduction to the second essential: Little and Often.



Little and often is about giving the people you support:

lots of opportunities to try new things and find out what they like

the chance to try an activity a number of times even if they don’t like it the first time

the chance to change their minds about likes and dislikes as they get used to

something new

the chance to stop, take a break and then come back to an activity

the chance to build up their experience of success and enjoyment in an activity

By supporting a person with little and often you will enable them to build their range of

experience and increase their capacity to choose what they want to do.

ACTIVITY 3.2 Watch the video: Module 3 Little and Often Activity 3.2 on the

website.This video shows support workers using a little and often

approach to supporting the people they work with.

Watch the video then do the following activities. 1. Describe at least three examples of little and often you saw in the video.

For example, each person took it in turn playing a game of snakes and ladders.




2. Identify and describe how you could apply little and often when supporting people with disability.



If you want to learn more about little and often in practice, there is

an additional video that shows an extended scenario of a support

worker practicing little and often. On the website, click the yellow

button LEARN MORE: GO TO EXTRA ACTIVITY 3.2, below Activity

3.2. There are also some extra activities on page 44 that will help you

think about how you can use little and often with the people you

support.



3. Graded Assistance to Ensure Success

Every person is an individual with their own support needs. Graded assistance is giving just

the right amount and type of support to enable a person to succeed in a task or social

interaction.

The type and amount of support each person needs from a support worker will depend on

the task or social interaction they are engaged in.

You have already seen examples of all of these in previous video clips and will see more as

you work through this module.

Here are some of the ways you can provide graded assistance for the people you support:

Verbal cues – ask or invite the person to be involved

Say 'Let’s get the mail out of the mail box'.

Visual cues – set the scene so that the person can see what activity you are offering

them

Get out the frying pan, oil and steak as you invite the person to come and cook.

Step-by-step instructions – give the person clear and simple prompts at each stage

of the activity

Watch the video: Module 3 Graded Assistance to Ensure Success Video Talk on the website for an introduction to the third essential: Graded Assistance to Ensure Success.



Say 'Let's collect the mail. Let's open the front door and walk to the mail box. Can

you open the mail box?'

Sign and gesture - move your hand, arm, body or face to communicate an idea

Use your hands to indicate the size of a small and a large drink so the person can

choose.

Showing - do the same activity next to the person so they can copy you

Demonstrate how to stir the meat in the fry pan and then hand the spoon to the

person you are supporting.

Physical assistance – provide some physical assistance to enable the person to

complete part of a task

Hold open a bag so the person can put something in it.

Hand over hand assistance – place your hand over a person’s hand to help them

carry out a task

Place your hand over the person’s to help guide the vacuum cleaner

Visual aids – show a person a picture or object to support them to make a choice

Hold up two different t-shirts and watching the person’s response when you ask them

to choose which one they prefer.

Adaptive equipment – using equipment that compensates for the person’s physical

or communication difficulties

Use a switch to turn on the food mixer; use a small milk jug instead of a large bottle;

use a ‘yes no’ switch to enable the person to communicate their choice.

Judging just the right type and amount of support a person needs is not easy. Too much

support takes opportunities away from people and too little support means they may not

complete a task successfully. You may have to find out by trial and error.



ACTIVITY 3.3 Watch the video: Module 3 Graded Assistance to Ensure

Success Activity 3.3 on the website. This video shows support

workers using graded assistance.

Watch the video then do the following activities. 1. Describe at least three types of graded assistance you saw in the video.

For example, adapted equipment, in the form of a shallow tray was taken over to Kylie and Jason to enable them to wash up.




2. Identify and describe how you could use graded assistance when supporting people with disability.



If you want to learn more about graded assistance in practice, there is

an additional video that shows an extended scenario of a support

worker practicing graded assistance. Go to Module 3 Activity 3.3 on

the website, click the yellow button LEARN MORE: GO TO EXTRA

ACTIVITY 3.3, below the video. There are also some extra activities on

page 46 that will help you think about how you can use graded

assistance with the people you support.

4. Maximising Choice and Control



The fourth essential, maximising choice and control means supporting people to make as

many choices about how they spend their day as possible. The more choices a person can

make the more control they have.

Experience and choice go hand-in-hand. The more experiences a person has, the more

alternatives they have to choose from. When a person you are supporting makes a choice, it

is important that you respect it. Otherwise it is you and not the person you are supporting

who has control.

Supporting people with intellectual disability to make choices is difficult. Often people will

not understand what choices are being offered or the words you are using. There are many

ways to support a person to make choices and take control. These include;

showing pictures or objects of the options available

using communication devices so a person can look at options and point to their

choice

listening and watching carefully to see how a person reacts with their body or their

face when you offer different options

taking the time to check you have understood the person’s choice correctly

offering new experiences and watching how a person responds

Watch the video: Module 3 Maximising Choice and Control Video Talk on the website for an introduction to the fourth essential: Maximising Choice and Control.



asking support workers who know the person well how the person communicates

what they prefer

providing just the right amount of support for the person to be successful and

stepping back and letting the person take control of what they are doing.

ACTIVITY 3.4 Watch the video: Module 3 Maximising Choice and Control

Activity 3.4 on the website. This video shows support workers

using different ways of offering people choice and enabling them

to take control.

Watch the video then do the following activities. 1. Describe at least three different ways that the support workers offered choice

to the people they were supporting.

For example, before going shopping with Melissa, pictures were used to assist Melissa in deciding what she would like to buy. At the shop, verbal prompts were then provided (blue, pink, green), as well as prompting Melissa to go further down the aisle so she could see the choices of towel on offer.




2. Identify and describe how you could use choice and control when supporting people with disability.



If you want to learn more about maximising choice and control in

practice, there is an additional video that shows an extended scenario

of how Stuart and Shelley were supported at the café. Go to Module 3

Activity 3.4 on the website, click the yellow button LEARN MORE: GO

TO EXTRA ACTIVITY 3.4, below the video. There are also some extra

activities on page 47 that will help you think about how you can use

maximising choice and control with the people you support.



SUMMARY MODULE 3 The 4 Essentials are the key elements of Person Centred Active Support.

They are:

Every moment has potential – every task, activity or interaction includes

opportunities for people to be involved.

Little and often – trying new things in small doses leads to greater experience and

more opportunity for choice.

Graded assistance to ensure success – giving just the right amount and type of

support enables a person to succeed in a task or social interaction.

Maximising choice and control – the more choice a person has the more control

they have over their life.



MODULE 3 EXTRA ACTIVITIES

Extra Activity 3.1 Watch the video: Module 3 Every Moment Has Potential Extra

Activity 3.1 on the website. This video shows an extended

scenario video of a support worker practicing every moment has

potential. The extra activities below will help you think about how

you can use every moment has potential with the people you

support.

1. Can you think of some moments of potential that might happen at the

beginning of your next shift? Write your response in the box below.



2. Reflect on your last shift and write down 5 moments of potential that you

might have missed.





ACTIVITY 3.2 Extra Watch the video: Module 3 Little and Often Extra Activity 3.2

on the website. This video shows an extended scenario video of

a support worker practicing little and often. The extra activities

below will help you think about how you can use little and often

with the people you support.

1. How does the support worker use little and often to involve Adam, Rachel

and Scott in Snakes and Ladders?




2. Write down three benefits of using little and often as part of Person Centred

Active Support.





ACTIVITY 3.3 Extra Watch the video: Module 3 Graded Assistance Extra Activity

3.3 on the website. This video shows an extended scenario

video of a support worker practicing graded assistance. The

extra activities below will help you think about how you can use

graded assistance with the people you support.

1. Think about a person you support. Identify the graded assistance steps

required to enable that person to:

a. Put their washing away Write your response in the box below.

b. Pay the cashier for their meal.




ACTIVITY 3.4 Extra Watch the video: Module 3 Maximising Choice and Control

Extra Activity 3.4 on the website. This video shows an

extended scenario video of how Stuart and Shelley were

supported in the café. The extra activities below will help you

think about how you can maximise choice and control for the

people you support.

1. What could you do to make it easier for Stuart to make a choice about what

he has to drink?


2. How could you give Stuart more control over paying for his drink?




3. Write down three reasons why it is important for people to make choices.



NEXT: Module 4: Putting it into Practice looks at

how you can put the 4 Essentials of Person Centred Active Support into practice.

MODULE 4: PUTTING IT INTO PRACTICE


Now that you have worked through the 4 Essentials in Module 3, this next module will

outline ways of putting Person Centred Active Support into practice.

In this module you will learn about:

what engagement means, and how you can support people to be engaged

some of the strategies you can use to overcome common challenges.


1. What does engagement mean?

2. How do you already support the people you work with to be engaged?

3. What challenges do you face in your work setting?

1. We Are Engaged!

Engagement means that a person is:

doing something constructive - vacuuming, setting the table, washing the car

interacting with people - talking or listening to a person, paying attention to what

they are doing, holding a conversation

taking part in a group activity - playing a team sport, dancing with a group, singing

in a choir.

Watch the video: Module 4 Putting it into Practice Video Talk on the website. This video reminds you about the 4 Essentials of Person Centred Active Support and gives you some practical tips to help you start putting this approach into practice.


Everybody engages differently. Many people with an intellectual disability need support to

be engaged. Some people also find it difficult to be engaged for long periods of time.

People's level of engagement will vary, for example, some people may:

take a lead role in an activity or interaction

participate in the whole of an activity or interaction

do part of an activity or take part in some of an interaction

dip in and out of the activity or interaction, taking a rest and coming back to it.

Being engaged is good for everyone. Being engaged means people are interacting and

participating. When people are disengaged, they are more likely to be bored, pace around,

or display various types of self-stimulatory or challenging behaviours. When people are

engaged, they are taking part and being included in what is happening in their homes and

communities. All of these things lead to empowerment, control and, independence.

Watch the video: Module 4 We Are Engaged! Video Talk on the website. This video explores what it means to be engaged.


Engagement helps us:

keep fit and mentally alert

have a sense of personal worth

express who we are

establish common interests with other people

develop our talents and allow us to show what we can do,

demonstrate our independence and autonomy

look after ourselves and our daily needs

develop relationships with other people.


ACTIVITY 4.1

Watch the video: Module 4 We Are Engaged! Activity 4.1 on

the website. This video shows examples of people being

engaged in activities and social interactions.

Watch the video then do the following activities.

1. Write down three different activities that you saw people being engaged in.

2. Describe the type of support being provided to enable the person to be engaged.

For example - Kylie pouring milk from the jug into a cup.

The support worker used graded assistance, providing just enough support for Kylie to be successful. Kylie could not have poured the milk on her own, so the support worker put her hand over Kylie’s on the handle of the jug and helped her to pour the milk.


3. In the video, there are examples of support workers ‘standing back’ and giving

people time to engage in activities. Describe one example of this.


Example:

When Geri and Amanda were sitting at the dining table having afternoon tea. The support

worker was sitting with Geri, as she prepared the afternoon tea. The support worker used a

gesture to prompt Amanda to respond to the question that Geri had asked of her. In other

words, she pointed to Amanda to suggest ‘you answer’. And then she did the same to

remind Geri to respond to Amanda.


4. Look at the example below and describe how you might feel ‘standing back’ rather than doing the task for the person you are supporting.



Example:

Often support workers say ‘It is really hard to stand back, I just want to get in there

and help the person’. One support worker said, ‘I now count up to 10 and remind

myself that this person is going at their own pace. As they progress through the

task I usually provide a prompt or comment to provide reassurance they are doing

well. I don’t stop watching though and am always ready to step in if required to

make sure they succeed in the task. Not too much help but just enough’.


2. Common Challenges and Strategies

There are a number of common challenges for support workers in supporting people to

be engaged.

In this section we suggest further strategies you can use to overcome each of the challenges

Silvia talked about in the video.

1. The person is perceived as too disabled to participate

how can you break the activity up into smaller or easier parts?

are you providing enough support?

are you providing the right type of support?

is there adaptive or modified equipment you could use to support the person to

participate?

2. The person is perceived as too difficult to participate

have you tried little and often to help the person experience some success?

could you give the person more control over the activity?

are you and other support workers using consistent communication strategies?

do you present an activity the same way every time to avoid confusion?

does the person have a Behaviour Support Plan you can refer to for guidance about

responding to their challenging behaviour?

3. The person continues to say 'no' to an activity, or chooses not to do anything

does no really mean the person doesn't want to do the activity, or just has no

experience with it?

have you tried little and often with this activity to help the person experience some

success?

have you tried another way of communicating and inviting the person to

participate?

Watch the video: Module 4 Common Challenges Video Talk on the website. This video outlines some of the practical strategies you can use to meet these challenges.


4. Support workers find it too hard to think of new things to do with the

people they support

have you thought about the person's interests and other related activities

they may enjoy?

have you asked other support workers, family members and friends what

the person likes to do?

have you thought about all the everyday tasks you do at home/work and

whether the person can be involved in all of these?

5. There is a risk in doing this opportunity with this person

have you identified the risks and discussed how they can be managed with

other support workers staff and your manager supervisor?

can you use adaptive or modified equipment, to overcome the risk?

could you bring the activity to the person, or do the activity in another

room or environment?


6. Some support workers are not willing to implement Person Centred Active

Support?

what is influencing their attitudes?

do they realise that Person Centred Active Support is a way of putting

disability policy into practice?

is the use of Person Centred Active Support in their job description?

can you talk about it with your team in staff meetings?

can you talk about it with your manager?

Key Things to Think About

Communication – does the person understand what you are inviting them to do?

Environment – is it too busy or noisy?

Preparation and Presentation – is it clear enough what you are inviting the person

to do?

Small Steps – is the task broken into small enough steps or are you asking the person

to do too much of a task at once?


ACTIVITY 4.2 Watch the video: Module 4 Challenges to Participation

Activity 4.2 on the website. This video shows you how support

workers overcome some of the challenges of putting Person

Centred Active Support into practice.

Watch the video then do the following activities. 1. Describe the steps that the support worker used so that Cameron could participate in cutting up the pumpkin.


For example – think about the way he set up the task and helped Cameron to do the task

when he was having difficulty.


2. In the video, Susan supports two people to be engaged in a music activity. She talks about what it might mean if someone doesn’t want to participate. What suggestions does she make?


3. Taking any one of the examples in the video, can you describe how the support worker, a) managed risk, b) offered choice and c) prepared and presented the activity to the people they were supporting?

http://pcasaust.weebly.com/engagedment.html


a) Managed risk


For example – Kylie making a smoothie.

(a) Managing risk. The support worker was aware of the possible risks for Kylie such as the

use of hot water and a sharp knife. The support worker checked the water prior to Kylie

placing her hand under the tap and provided Kylie with hand over hand support in using a

sharp knife.

(b) Offering choice. The support worker offered choice by asking what type of smoothie she

wanted, and ensuring Kylie understood her words by showing her concrete examples of

what she could choose, i.e. strawberries and banana.

c) Preparing and presenting the activity. The support worker had laid out all the equipment

they would need to make the smoothie on the table. This meant Kylie could see the

equipment and get a sense of what they were going to do. In addition the support worker

told Kylie what they were going to do; although she may not have understood the words,

the tone of the support worker’s voice conveyed a sense of anticipation about the task. The

support worker had identified that Kylie would need a big operating switch to turn the

blender on and had made sure this was connected and ready to be used.


b) Offered choice


c) Prepared and presented the activity to the people they were supporting



http://www.activesupportresource.net.au/contact.html


SUMMARY MODULE 4 When you put the 4 Essentials into practice, you will find that you can support the people

you work with to be meaningfully engaged in their homes and communities, most of the

time.

Being engaged is important for all of us. When we are engaged we are interacting and

participating, by:

doing something constructive

interacting with people, or

taking part in a group activity.

There will always be challenges. However, you will find that when you use the principles and

practice of Person Centred Active Support, most challenges can be overcome.

NEXT: Module 5: Organisational Support

MODULE 5: ORGANISATIONAL SUPPORT

65

In this final module you will learn about the practical ways the organisation you work for can

support you to implement Person Centred Active Support.


1. How can your organisation support you to put Person Centred Active Support into practice?

2. Why is it necessary to have organisational support to implement Person Centred Active Support?

1. Information and Training

To support you in developing your practice skills you should have access to information and

learning opportunities. These may include:

an introduction to Person Centred Active Support, such as this online course that

illustrates what it looks like in practice

a full day interactive session to enable you to discuss Person Centred Active Support

with an experienced trainer and discuss your ideas with other support workers

access to some of the further information and resources which are listed in your

workbook and located in the resources section of this website.

Watch the video: Module 5 Organisational Support Video Talk on the website. This video outlines some of the ways your organisation can support you.

66

2. Hands On Training

Hands on training in Person Centred Active Support is important. It will enable you to put

many of the things you have seen or heard in this resource into practice.

Hands on training should involve an experienced trainer:

spending time alongside you as you work with the people you support

observing and providing feedback to help you develop and refine your skills

helping you to reflect on your own practice

providing new ideas and suggestions about activities that could be used with the

people you support.

You can also use the Checklist for Observing Person Centred Active Support Practice to

help you reflect on your own practice, and the Reminders for Practice sheet. These

are located in the Resources section on the website and at the end of this workbook.

67

3. Good Practice Leadership

You should expect to receive good practice leadership, from your manager, supervisor, or a

dedicated practice leader in your organisation. Their support will assist you to develop your

practice skills.

Practice Leadership has 5 elements

1. Regular supervision – where you can receive individual feedback and discuss ways to

develop your practice further.

2. Team meetings – where you can share knowledge about the people you support,

and share ideas about providing opportunities for them to be engaged.

3. Coaching and modelling good practice – where a practice leader works alongside

you and gives you feedback about what you are doing well and areas for

improvement. You have the opportunity to raise issues and discuss solutions to any

difficulties.

4. Staff allocations – on every shift you and other support workers receive clear

directions. The focus of the shift is the type of support you will provide to the people

you are supporting. No day is ever just the ‘usual routine’.

5. Focus on quality of life outcomes – everything in your workplace is focused on

ensuring the best possible quality of life for the people you support.

68

“Good Practice Leadership happens when managers become practice leaders, teaching, guiding and leading their staff in providing Person Centred Active Support to the people they serve. This means they spend most of their time with their staff, coaching them to provide good support”. (Mansell & Beadle-Brown, 2004).

ACTIVITY 5

Watch the video: Module 5 Practice Leadership Activity 5 on

the website. This video shows practice leaders talking about

their role and demonstrating Practice Leadership in action.

Watch the video and do the following activities. 1. Describe how team meetings and individual supervision can help you develop your Person Centred Active Support practice.


For example – reflection on practice. Talking together with other support workers at team

meetings helps you to be aware of the way others approach their job, and may help you to

get new ideas.

69

2. Why is Hands on Training important to learning the basics of Person Centred Active Support?


3. Finally, of the five practice leadership elements, list the ones that you saw taking place in the video.

For example – feedback by working alongside a trainer. Support workers will get feedback

about what they are doing well and areas for improvement.

For example – coaching and modelling. The supervisor observed the support worker

assisting Vanessa to make a cup of tea. She stepped in and suggested that Vanessa would

be able to pour the milk herself if she poured a small amount of milk into a cup. The

supervisor explained that by doing that, Vanessa could hold the handle, and it is lighter for

her, so with some hand over hand support she would be able to pour her own milk. The

supervisor also suggested moving Vanessa nearer to the table so she could reach more

easily.

70



SUMMARY MODULE 5

You will need the support of the organisation you work for to put Person Centred Active

Support into practice. This support will help you develop and refine your skills through:

access to information and training - training sessions and resources

hands on training - ongoing observation, supervision and feedback

good practice leadership - the systems, guidance and commitment to support you to

implement Person Centred Active Support practice, and ensure the best possible

quality of life for the people you support.

With the support of the organisation you work for, you will find that Person Centred Active

Support is a rewarding way of working - both for you, and the people you support.

71

GLOSSARY


GLOSSARY

Active Listening Paying attention to what a person is saying whether this is listening to

their words or watching the expressions on their face, their movements or

gestures. This is what one practice leader said:

“It’s listening to everything, not just what they’re saying but also body

language and things like that. Asking questions about them, trying to work

out what is actually going on, paying attention to everything. For example,

on a recent visit I could see Paul was pacing by the door, so I could see that

even though he was not verbally saying anything that he wanted to go out,

but he was waiting for the support worker to say ‘It’s okay to go out’”.

Adaptive Equipment Using equipment that compensates for the persons physical or

communication difficulties.

Adjusting Communication

Understanding, as best you can, a person’s level of comprehension or

understanding. Do they understand single words or abstract ideas, can

they understand what pictures or signs represent? You may need to

change the way you communicate, to ensure you enable the people you

work with to understand. You can do this by using signs, gestures,

pictures, symbols or just slowing down and making your language simpler.

It also means giving the people you work with the best help possible to get

their message across to you and others. You can do this by offering simple

choice, using a yes/no switch, using pictures and objects and using active

listening.

Autonomy Exercising choice and making decisions about aspects of your own life.

This can extend from where to live and who to live with, to what to wear,

where to sit and whether the radio is on when you wake up or not. Making

choices and exercising autonomy depends on the support people receive

and having a range of experiences to choose from.

Behaviour Support Plan Behaviour support strategy which provides guidance about triggers and

responses to a person's challenging behaviour. In most States restrictive

practices can only be used if they are set out in a person’s Behaviour

Support Plan.

Challenging Behaviour “Culturally abnormal behaviour(s) of such an intensity, frequency or

duration that the physical safety of the person or others is likely to be

placed in serious jeopardy, or which is likely to seriously limit use of, or

result in the person being denied access to, ordinary community facilities”

(Emerson, 1995, p., 4-5).

Some types of behaviours that are considered to be challenging include

self-harming (e.g. head banging, eye poking); aggressive behaviour that

directly harms another person (e.g. hitting, kicking, punching, pushing,

spitting on); physical threats (e.g. fist waving); destructive behaviour which


GLOSSARY

directly damages, overturns or disarranges property (e.g. throws crockery,

smashes windows, tips over chairs, pours liquid onto carpet);

inappropriate vocalisations (e.g. threatening, swearing, shouting,

growling); inappropriate sexual behaviour or pica (consumption of

substances with no significant nutritive value such as earth or ice).

Choice Expression of a preference from a range of options. Choice enables people

to have control over their own life.

Core Values Values and beliefs that guide the way people think, act and talk. In

disability policy and disability support work, the core values are that

people with intellectual disability are valued and equal members of our

society.

Disengaged When people are not doing anything, are bored, or isolated they are

disengaged. When people with intellectual disability are disengaged, it is

not through their own choice, but because the assistance they need to

participate in activities is unavailable. When a person is disengaged they

may pace around, or engage in various types of self-stimulatory or

challenging behaviours.

Engaged(ment) Participating in some form of meaningful activity or in social interaction.

This can range from household tasks, hobbies, leisure pursuits, exercise,

social activities or social relationships. Engagement is the means to social

and physical wellbeing and enriches anyone’s life. Supporting people to be

engaged is a key principle of working with people with intellectual

disability who often need support to initiate or participate in activities.

Every Moment Has Potential

One of the 4 Essentials of Person Centred Active Support. Every part of the

day – every household task – every social interaction in the community

holds moments of potential for a person with intellectual disability to be

involved. The challenge is to find those moments and provide the right

type of support.

Exercise Rights People with disability are entitled to the same rights as other people in the

community. Key rights are set out in disability policy and legislation and

the United Nations Convention on the Rights of Persons with a Disability.

Some of the rights in the Convention are the right to live in the community

and to participate in the community. All people but particularly those with

a disability need resources and support to make these rights real, that

means to exercise them or put them into practice.

Graded Assistance One of the 4 Essentials of Person Centred Active Support. Giving just the

right amount and type of support to enable a person to succeed.


GLOSSARY

Human Diversity Understanding that each individual is unique and recognising individual

differences.

Inclusion Ensuring everyone has the same opportunities to participate in community

life and to take their place in society as respected citizens. Key aspects of

inclusion are: social relationships, participation in education, employment,

family, and having a say about the decisions that affect your life and the

community you live in.

Independence Doing things for yourself, making your own decisions about how you live.

Most people are not fully independent and rely on others for advice, or

assistance. We call this interdependence. People with intellectual disability

need more help than other people to do things they want to do. It is

important not to give too much help or support as this makes people too

dependent on others and can take away their choice and control.

Little & Often One of the 4 Essentials of Person Centre Active Support. It is hard for some

people with intellectual disability to be engaged in an activity for a long

time. Little and often gives people the chance to stop, take a break and

then come back to an activity.

Maximising Choice & Control

One of the 4 Essentials of Person Centred Active Support. Supporting

people to make as many choices about how they spend their day as

possible. The more choices a person can make the more control and input

they have over their own life.

Meaningful Activities Activities in the home or in the community, that have a purpose. For

example, work that needs to be done around their home, such as washing

up, or activities that reflect a person’s interests or hobbies , such as

swimming or running, watching their favourite TV show, or that they

enjoy doing just for the sake of it.

Person Centred Approach

‘Supporting individuals to live as independently as possible, have choice

and control over the services they use and access to both wider public and

community services and employment and education. Rather than fitting

people to services, services should fit the person’ (SCIE, 2010, p 5). Person

Centred Approaches have three core elements ;

• Individualisation - finely tailored to the needs and wishes of the

individual;

• Responsiveness - adapt to the changing needs and continually

shape support to the needs of the individual;

• Control - individuals exercise control over the type of services and

support they receive (Mansell, 2005).


GLOSSARY

Person Centred Planning

Is a way of assisting people to work out what they want, what is important

to them; the support they require and helping them get it.

Person Centred Thinking

It means putting the person at the centre of planning for their lives,

listening to them and helping them think about what they want now and

in the future.

Person Centred(ness) Same meaning as Person Centred Approach. ‘Supporting individuals to live

as independently as possible, have choice and control over the services

they use and access to both wider public and community services and

employment and education. Rather than fitting people to services,

services should fit the person’ (SCIE, 2010, p 5). It has three core elements:

• Individualisation - finely tailored to the needs and wishes of the

individual;

• Responsiveness - adapt to the changing needs and continually

shape support to the needs of the individual’;

• Control - individuals exercise control over the type of services and

support they receive (Mansell, 2005).

Physical Context The nature of what is in the space around a person or object. This can

range from for example, the colour of their bedroom walls and the

furniture to the design and location of a person’s home.

Positive Behaviour Support

An approach to support people with challenging behaviour. It seeks to

understand the context within which challenging behaviour occurs and

promoting outcomes that enhance their quality of life delivered through

individualised and long term improvements in support. Positive Behaviour

Support therefore focuses attention on the development of a constructive,

functionally informed approach to providing enhancements in the

environment and the capacity of the individual. Person Centred Active

Support is a key element of Positive Behaviour Support.

Positive Language Avoiding simply saying ‘No’. For example, one support worker said,

“We’ve been told not to say ‘No’….But if you kept on giving [coffee] to

Jimmy, he’ll have one hundred coffees a day… So you say, ‘Yes, you can

have coffee, but at 10 o’clock’. So, you’re not saying, ‘You can’t have it’,

but he’s going to have it at morning tea….This way, it’s reassuring. He’s

going to get it, but not right now”.

Also means that support workers affirm a person’s self-worth in their

social interaction with the people they support.


GLOSSARY

Practice Leader 1. A person who is either a direct line manager or in a specialist position and

is a skilled practitioner whose role is to support and guide the practice of

support workers. Being a practice leader involves: supervising staff,

leading team meetings, coaching support workers, modelling good

practice, and planning shifts for support workers so they know where and

with whom they will be working. A practice leader aims to ensure that

everything that happens in a disability support service is focussed on

supporting people with disability to have the best possible quality of life.

2.

Preferences A person's choice. So they have control over their own life.

Professor Jim Mansell He was a leading researcher in the UK, who was Director of the Tizard

Centre at the University of Kent and had a major influence on disability

policy and services. He worked closely with Julie Beadle-Brown on the

development of Person Centred Active Support.

Profound Intellectual Disability

A person with profound intellectual disability has an IQ of less than 20.

They usually recognise familiar people and have strong relationships with

key people in their lives. They are unlikely to understand words or

symbols. They will rely on facial expressions and body language and

gestures to express their needs or feelings and to understand the

intentions of others.

Rights based All people participate in all aspects of society on an equal basis, regardless

of their disability. People with disability are entitled to the same rights as

other people in the community. Key rights are set out in disability policy

and legislation and the United Nations Convention on the Rights of

Persons with a Disability. Some of the rights in the Convention are the

right to live in the community and to participate in the community. All

people, but particularly those with a disability need resources and support

to make these rights real, that means to exercise them or put them into

practice.

Self-Stimulatory Behaviour

Repetitive or ritualistic body movements (e.g. rocking back and forth while

sitting or standing, finger-flicking, hand-flapping ) or repetitive movement

of objects (e.g. opening and closing doors, turning on and off light

switches). These movements are used solely to stimulate one’s own

senses.


GLOSSARY

Social Context Refers to the social aspect in the immediate or broader social setting in

which people live. This includes the people who are in direct contact with

them or who they may see from time to time, the culture of those people,

such as the values they hold, their language, their customs and rituals.

More broadly it relates to the nature of the government and social

arrangements in a society.

Social Relationships Connections between people which can take many forms. Social

relationships can include; intimate connections with a partner, close

lifelong connections with family members, long term connections with

close friends, regular contact with friends, passing acquaintances who you

might see regularly, who know your name and might say hello.

Social Interactions Contact between people where we act and react to those around us.

Values in Action The values we have influence the way that we work and behave. In

disability support work, putting the core values into actions means

treating all people with intellectual disability as valued and equal members

of our society.

RESOURCES

Module Resources

About

Greystanes Disability Services

http://www.greystanes.org.au/

Living with Disability Research Group

http://www.latrobe.edu.au/health/research/research-programs/living-with-a-disability

Professor Jim Mansell was a leading researcher in the UK, who was Director of the Tizard

Centre at the University of Kent had a major influence on disability policy and services

www.kent.ac.uk/tizard/

Dr Julie Beadle-Brown worked closely with Professor Jim Mansell on the development of

Person Centred Active Support

http://personcentredsupport.wordpress.com/author/jdbeadlebrown/The National

Module 1 Personalisation: a rough guide

This downloadable guide to understanding person centredness - recognising people as

individuals - was developed the Social Care Institute for Excellence (SCIE) in the UK.

www.scie.org.uk/publications/guides/guide47/files/guide47.pdf

UN Convention on the Rights of Persons with Disabilities

Key rights are set out in disability policy and legislation and the United Nations Convention

on the Rights of Persons with a Disability

www.un.org/disabilities/convention/conventionfull.shtml

National Disability Standards

This website provides information on the National Disability Standards that apply to the

disability services sector and National Insurance Scheme. The standards focus on person

centered approaches and promote choice and control by people with disability.

www.dss.gov.au/our-responsibilities/disability-and-carers/standards-and-quality-

assurance/new-national-standards-for-disability-services

Professor Jim Mansell was a leading researcher in the UK, who was Director of the Tizard






Glossary Term ‘Person Centred(nsess)’

Adult Services SCIE Guide 47. Personalisation a rough guide. SCIE UK.

http://www.scie.org.uk/publications/guides/guide47/files/guide47.pdf

Module 2 UN Convention on the Rights of Persons with Disabilities




Disability Insurance Scheme Act 2013 (NDIS)

This website provides information on the NDIS Act which the National Disability Insurance

Scheme is based on.

www.comlaw.gov.au/Details/C2013A00020/Html/Text#_Toc352761880







Disability Discrimination Act (DDA)

This website provides an outline of the Disability Discrimination Act and how it applies to

people with disability.

www.humanrights.gov.au/our-work/disability-rights/guides/brief-guide-disability-

discrimination-act

National Disability Peak Bodies

This website provides information on the national disability peak organisations. Their role is

to contribute to government policies about disability issues affecting Australian families and

communities, to carry information between government and the community on social policy

issues and to represent constituent views.

www.dss.gov.au/our-responsibilities/disability-and-carers/program-

services/consultation-and-advocacy/national-disability-peak-bodies

Carers Australia

This website provides information about Carers Australia which is the national peak body

representing Australia’s carers.

www.carersaustralia.com.au/

National Disability Services (NDS)

This website provides information about National Disability Services which is the Australian

peak body for non-government disability services.

www.nds.org.au/

Module 3

The 4 Essentials of Person Centred Active Support Summary

A one page summary that you can print out as a handy reminder of the 4 Essentials – see

page 78 of this workbook.

Module 4 Professor Jim Mansell was a leading researcher in the UK, who was Director of the Tizard






Module 5 Check list for Observing Person Centred Active Support Practice

See pages 79-80 of this workbook.

Person Centred Active Support Practice – Reminders for Support Workers

See page 81 of this workbook.

Further Resources

Mansell, J. & Beadle-Brown, J. (2012). Active support: enabling and empowering people

with intellectual disabilities. Jessica Kingsley Publishers, London, 224 pp. ISBN

9781849051118.

http://kar.kent.ac.uk/29296/

Person-centred active support: A multi-media training resource

http://www.pavpub.com/person-centred-active-support-training-pack/

Person-centred active support: a handbook

http://www.pavpub.com/person-centred-active-support-a-handbook/

Promoting Person Centred Support and Positive Outcomes for People with Intellectual

and Developmental Disabilities, 2014. The resource can be purchased by contacting Bev

Ashman at [email protected] or via http://www.unitedresponse.org.uk

The 4 Essentials of Person Centred Active Support – One Page Summary

Person Centred

Active Support

It is hard for some people with

intellectual disability to be engaged

in an activity for a long time. Little

and often gives people the chance

to stop, take a break and then

come back to an activity.

Every part of the day - every

household task – every social

interaction in the community holds

moments of potential for a person

with intellectual disability to be

involved. The challenge is to find

those moments and provide the

right type of support.

Giving just the right amount

and type of support to enable

a person to succeed.

Supporting people to make as many

choices about how they spend their

day as possible. The more choices a

person can make the more control and

input they have over their own life.

Check list for Observing Person Centred Active Support Practice

Communication

Adapted to the person

Did the support worker adapt their communication to the individual? Did the person understand what they were invited to do? Did they understand what was expected of them?

Cues rather than words

Did the support worker use visual cues such as objects or pictures to help the person understand? Did they use signs or gestures to show the person what was expected?

Attentiveness Did the support worker pay attention to what the person was communicating? Did they take notice of body language or gestures?

Positive language

Did the support worker avoid saying no? Did they try to reframe answers to be positive?

Reducing distractions

Did the support worker talk too much during the activity and distract the service user or hinder their concentration?

Environment

Enabling Was the environment right for the person and the activity? Was it too noisy? Was it too busy or demanding?

Adapted to suit the person

Was the setting of the activity suited to the needs of the person? Could they reach objects, materials etc. easily? Was there adaptive equipment that could have been used?

Preparation and Presentation

·

Setting the scene

Did the support worker take time to present the activity carefully? Did the scene convey what the activity would be? Did they show the person what might be expected?

Meaningful and Real

Was this activity something that had to be done in the house or community? Or did it reflect the persons interests and was meaningful to them?

Organised

Had the support worker prepared for the activity? Did they get all the necessary objects, materials etc. they would need together? Did they prepare the space so it was clear what the activity would be?

Respectful Was the support worker respectful in all their interactions? Were they too bossy or did they nag the person too much?

Small Steps

Just enough support

Did the support worker provide enough of the right type of support? Did they break the task into small enough steps? Did they expect the person to do too much of a task at once?

Ensuring success

Did the support worker give the person enough time to respond to requests or invitations? Did they enable the person to take a break? Did they jump in too soon to complete the task or tidy up?

Giving control Did the supporter worker allow the person to control what they were doing? Did they take notice of the person’s preferences?

Check list for Observing Person Centred Active Support Practice

Support Worker being observed ……………………..…..…..….. Observer……………………………….…….…….

Service User……………………………….…….……. Location and Activity …………………………………………

What worked well Hints for next time

Communication

Adapted to the person

Cues rather than words

Attentiveness

Positive language

Reducing distractions

Environment

Enabling

Adapted to suit the person

Preparation and Presentation

Setting the scene

Meaningful and Real

Organised

Respectful

Small Steps

Just enough support

Ensuring success

Giving control

Person Centred Active Support Practice – Reminders for Support Workers

Communication

Adapt it to the

person

Remember to: Adapt your communication to each individual.

Check what you have said is understood.

People understand what was expected of them.

Use cues rather

than words

Remember to: Use visual cues such as objects or pictures to help people

understand.

Use signs or gestures to show people what is expected.

Be Attentive Remember to: Pay attention to what each individual is communicating.

Notice body language or gestures.

Use positive

language

Remember to: Avoid saying no.

Frame your answers to questions in a positive way.

Reduce distractions Remember not to: Talk too much during an activity. Distract the person

you are supporting or hinder their concentration.

Environment

As enabling as

possible

Remember to: Choose an environment right for the individual and the

activity.

Make sure it is not too noisy.

Make sure it is not too busy or demanding.

Adapt to suit the

person

Remember to: Make sure the setting of the activity suited to the needs

of the person.

Check that they can easily reach objects, materials or equipment.

Use adaptive equipment to support choice or participation in a task.

Preparation and

Presentation

Set the scene

Remember to: Take time to present the activity carefully.

Set the scene to convey what the activity will be.

Show the person what they can expect.

Meaningful and

real activities

Remember to: Make sure the activity is something that had to be done

in the house or community.

Or that it reflects the individual’s and is meaningful to them.

Be organised

Remember to: Prepare the activity.

Get together all the objects, materials and equipment that will be

needed before starting.

Prepare the work space so it is clear what the activity will be.

Be respectful Remember to: Be respectful in all your interactions.

Be encouraging rather than bossy or a nag.

Small Steps

Provide just

enough support

Remember to: Provide enough of the right type for each individual.

Break tasks into small steps.

Expect each individual to do the task at their own pace.

Ensure success

Remember to: Give each individual enough time to respond to requests

or invitations.

Let the person take a break if they need to.

Stand back and don’t jump in too soon to complete the task or tidy up

Give control Remember to: Allow each individual to take control of what they doing?

Take notice of each person’s preferences.

REFERENCES

88 Every Moment Has Potential Person Centred Active Support Online Learning Resource – Complete Workbook


REFERENCES

Books

Emerson, E. (1995). Challenging behaviour: analysis and intervention in people with learning

disabilities. Cambridge: Cambridge University Press.

Mansell, J. (2005). Risks and opportunities of personal plans and budgets. Siegen Germany:

European conference Personenzentrietere Planung.

Mansell, J., Beadle-Brown, J., Ashman, B., & Ockenden, J. (2004). Person Centred Active

Support. Brighton: Pavilion Publishers Ltd.

Mansell, J. & Beadle-Brown, J. (2012). Active support: enabling and empowering people

with intellectual disabilities. Jessica Kingsley Publishers, London, 224 pp. ISBN

9781849051118

Websites

Disability Discrimination Act (DDA)

This website provides an outline of the Disability Discrimination Act and how it applies to

people with disability.

www.humanrights.gov.au/our-work/disability-rights/guides/brief-guide-disability-

discrimination-act

National Disability Services (NDS)

This website provides information about National Disability Services which is the Australian

peak body for non-government disability services.

www.nds.org.au/









REFERENCES

National Disability Peak Bodies

This website provides information on the national disability peak organisations. Their role is

to contribute to government policies about disability issues affecting Australian families and

communities, to carry information between government and the community on social policy

issues and to represent constituent views.

www.dss.gov.au/our-responsibilities/disability-and-carers/program-

services/consultation-and-advocacy/national-disability-peak-bodies

UN Convention on the Rights of Persons with Disabilities




The National Disability Insurance Scheme Act 2013 (NDIS)

This website provides information on the NDIS Act which the National Disability Insurance

Scheme is based on.

www.comlaw.gov.au/Details/C2013A00020/Html/Text#_Toc352761880

RESOURCE CREDITS



FULL CREDITS

Author Department of Industry

Funded by the Australian Government

Developed by Greystanes Disability Services

Living with Disability Research Group, La Trobe University

Web text Professor Christine Bigby, Dr Emma Bould, Silvia Warren

La Trobe University

Additional editing Prue Adams, Greystanes Disability Services and Arna Radovich,

Western Sydney Institute of TAFE NSW

Workbook Professor Christine Bigby, Dr Emma Bould, Silvia Warren

La Trobe University

Additional editing Prue Adams, Greystanes Disability Services and Arna Radovich,

Western Sydney Institute of TAFE NSW

Website design & production Thinktank Social

Additional design & production Prue Adams, Greystanes Disability Services

Talk videos Professor Christine Bigby, Dr Emma Bould, Silvia Warren

La Trobe University and ThinkTank Social

Activity videos Prue Adams Greystanes Disability Services and Big Button Films

Filmed with people supported by Greystanes Disability Services

and Sunshine

Literacy Consultant Arna Radovich, Western Sydney Institute of TAFE NSW

Mapping Christine Livanos, Western Sydney Institute of TAFE NSW

Online Educational Design Leigh Blackall, La Trobe University Consultant

Quality Assurance Mitch Cleary, Precision Consultancy

Piloted by Support workers from Greystanes Disability Services, Sunshine

and EW Tipping

Contract and Project Greystanes Disability Services Management

Industry Reference Group Dr Julie Beadle-Brown, Tizard Centre, University of Kent

Professor Christine Bigby Living With Disability Research Group, La Trobe University

John Le Breton, Debra Brown, Vicki Godkin, Susan Hatswell and

Leila Wright Greystanes Disability Services

Cathy Gauci and Gail Jeltes, Sunshine



FULL CREDITS

Aine Healy, NSW Council for Intellectual Disability

Maria Katrivesis, Multicultural Disability Advocacy Association

Kim Lai and Deborah Delaney Department of Family and Community Services, Contemporary

Residential Options Directorate

Isabel Osuna-Gatty Community Services & Health Industry Skills Council

Roslynn Scheuch, Western Sydney Institute of TAFE NSW

Thank you to all the people filmed in the activity videos

Teresa Avedillo

Peta Barnaby

Carmen Barker

Matthew Barnett

Adam Bartrop

Ashleigh Barwick

Erin Burnicle

David Carnall

Trish Carnall

Natasha Charlton

Ruben De Leeuw

Filia Delaney-Jaggi

Alyssa Ellard

Kaylene Elliot

James Finch

Geraldine Gibbons

Helen Galbraith

Vicki Godkin

Brenda Harbutt

Shelley Hardy

Steve Harrison

Jay Hatcliff

Susan Hatswell

Kylie Hibbard

Rachel Higgs

Stuart Jackson

Joanne Jeffery

Rebekah Jeffery

Scott Jeffery

Steve Jeffery

Padam Kafley

Jo Kot

Jeremy Lambert

Mark Lazaroo

Ethan Martin

Dave Mitchell

David Oon

Raquel Pardillo

Murray Pearson

Melissa Petley

Amanda Quinn

Elias Rahmi

Amanda Rickard-Bell

Cherrie Romulo

Ken Sanderlin

Aaron Stevens

Luke Swindells

Mark Taylor

Jason Teske

Jeffrey Tolhurst

Nicole Woodford

Thank you to all the places who allowed us to film for the activity videos

Café Bon Ton

Coles Katoomba

Hands, Heart and Feet

Michels Patisserie, Winmalee

Target Winmalee

This resource includes real-life video examples of people with disability engaged in a range of

activities at home and in the community. Sometimes during the course of these activities people will

use items of a particular brand or signage of a particular organisation will be visible. The authors and

funding bodies of this package want to make clear that there is no affiliation with any companies,

and no endorsement of any products.

Documents

COMPLETE WORKBOOK · When support workers use Person Centred Active Support, it leads to a better quality of life for the people they support. Increasingly, disability support services